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Polnotektovyy Variant Dissertacii.Pdf ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ АВТОНОМНОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО ОБРАЗОВАНИЯ «НАЦИОНАЛЬНЫЙ ИССЛЕДОВАТЕЛЬСКИЙ ТОМСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ» На правах рукописи ШЕВЧЕНКО Михаил Александрович МЕТОДИКА ОБУЧЕНИЯ ВОЕННЫХ ПЕРЕВОДЧИКОВ ПРОФЕССИОНАЛЬНОМУ ИНОЯЗЫЧНОМУ ДИСКУРСУ НА ОСНОВЕ КОМПЕТЕНТНОСТНОГО ПОДХОДА 13.00.02 – «Теория и методика обучения и воспитания (иностранные языки, уровень профессионального образования)» ДИССЕРТАЦИЯ на соискание ученой степени кандидата педагогических наук Научный руководитель: доктор педагогических наук, профессор С.К. Гураль Томск – 2017 ОГЛАВЛЕНИЕ ВВЕДЕНИЕ ............................................................................................................ 3 ГЛАВА I ТЕОРЕТИЧЕСКИЕ ОСНОВЫ ЯЗЫКОВОГО И ПРЕДМЕТНОГО СОДЕРЖАНИЯ В ОБУЧЕНИИ ВОЕННЫХ ПЕРЕВОДЧИКОВ ПРОФЕССИОНАЛЬНОМУ ИНОЯЗЫЧНОМУ ДИСКУРСУ. ......................................................................................................... 21 1.1 ИСТОРИОГРАФИЯ ВОЕННОГО ПЕРЕВОДА ..................................................... 21 1.2. МЕСТО ВОЕННОГО ДИСКУРСА В СТРУКТУРЕ СОВРЕМЕННЫХ ИССЛЕДОВАНИЙ .......................................................................................................................... 28 1.3. РОЛЬ ИНОЯЗЫЧНОГО ИНСТИТУЦИОНАЛЬНОГО ДИСКУРСА В ОБУЧЕНИИ ВОЕННЫХ ПЕРЕВОДЧИКОВ В СВЕТЕ КОМПЕТЕНТНОСТНОГО ПОДХОДА. ............. 50 1.4 ЦЕЛИ, ЗАДАЧИ, ПРИНЦИПЫ И СОДЕРЖАНИЕ ОБУЧЕНИЯ ВОЕННЫХ ПЕРЕВОДЧИКОВ ИНОЯЗЫЧНОМУ ПРОФЕССИОНАЛЬНОМУ ДИСКУРСУ. ................ 73 ВЫВОДЫ ПО ПЕРВОЙ ГЛАВЕ .................................................................... 93 ГЛАВА II. МЕТОДИКА ОБУЧЕНИЯ СПЕЦИАЛИСТОВ ПО ЛИНГВИСТИЧЕСКОМУ ОБЕСПЕЧЕНИЮ ВОЕННОЙ ДЕЯТЕЛЬНОСТИ ИНОЯЗЫЧНОМУ ПРОФЕССИОНАЛЬНОМУ ДИСКУРСУ .......................................................................................................... 96 2.1. МОДЕЛЬ ОБУЧЕНИЯ СПЕЦИАЛИСТОВ ПО ЛИНГВИСТИЧЕСКОМУ ОБЕСПЕЧЕНИЮ ВОЕННОЙ ДЕЯТЕЛЬНОСТИ ИНОЯЗЫЧНОМУ ВОЕННОМУ ДИСКУРСУ В ГРАЖДАНСКОМ ВУЗЕ НА ОСНОВЕ КОМПЕТЕНТНОСТНОГО ПОДХОДА. ............ 96 2.2. ОСНОВЫ РАЗРАБОТКИ УЧЕБНО-МЕТОДИЧЕСКОГО КОМПЛЕКСА ПО ПРАКТИЧЕСКОМУ КУРСУ ВОЕННОГО ПЕРЕВОДА (ПКВП) ДЛЯ ГРАЖДАНСКОГО ВУЗА И РОЛЬ ЕГО ЯЗЫКОВОГО СОДЕРЖАНИЯ. ................................................. 103 2 2.3. АПРОБАЦИЯ МЕТОДИКИ НА ОСНОВЕ ЭКСПЕРИМЕНТАЛЬНОГО ОБУЧЕНИЯ СПЕЦИАЛИСТОВ ПО ВОЕННО-УЧЕТНОЙ СПЕЦИАЛЬНОСТИ «ЛИНГВИСТИЧЕСКОЕ ОБЕСПЕЧЕНИЕ ВОЕННОЙ ДЕЯТЕЛЬНОСТИ И КОНТРОЛЬ ЭФФЕКТИВНОСТИ УЧЕБНОГО ПРОЦЕССА. ..................................................................................... 126 ВЫВОДЫ ПО ВТОРОЙ ГЛАВЕ .................................................................. 147 ЗАКЛЮЧЕНИЕ ................................................................................................. 149 БИБЛИОГРАФИЧЕСКИЙ СПИСОК ......................................................... 153 ПРИЛОЖЕНИЕ №1 .......................................................................................... 175 ПРИЛОЖЕНИЕ №2 .......................................................................................... 199 ПРИЛОЖЕНИЕ №3 .......................................................................................... 442 ПРИЛОЖЕНИЕ №4 .......................................................................................... 312 ПРИЛОЖЕНИЕ №5 .......................................................................................... 378 ПРИЛОЖЕНИЕ №6 .......................................................................................... 419 ПРИЛОЖЕНИЕ №7 .......................................................................................... 428 ПРИЛОЖЕНИЕ №8 .......................................................................................... 442 ПРИЛОЖЕНИЕ №9 .......................................................................................... 466 3 ВВЕДЕНИЕ Актуальность исследования. Вследствие постоянных изменений геополитической обстановки и возникновения новых военных угроз, а также непрерывного развития международного военного сотрудничества, существует необходимость в подготовке большого числа специалистов по военно-учетной специальности «Лингвистическое обеспечение военной деятельности». В связи со сложной экономической ситуацией в стране, повышается актуальность подготовки военных переводчиков в учебных военных центрах при федеральных образовательных учреждениях высшего образования. Введение федеральных государственных образовательных стандартов высшего образования (далее – ФГОС ВО) по специальности 45.05.01 «Перевод и переводоведение (уровень специалитета)» потребовало нового подхода к обучению военных переводчиков в гражданских вузах. Согласно квалификационным требованиям к военно-профессиональной подготовке выпускников, военному переводчику, выпускающемуся из учебного военного центра при гражданском вузе, необходимо владеть теми же компетенциями, что и выпускник военного вуза. Тем не менее, добиться этого требуется в условиях меньшего количества времени (нежели в военном вузе), выделяемого непосредственно на военную подготовку. Также, в отличие от военного вуза, студенты учебных военных центров не являются военнослужащими, и соответственно отсюда вытекает основная проблема – обучение студентов военному дискурсу, без их полного погружения в военные реалии, только посредством занятий по военной подготовке. 4 На современном этапе методы и способы обучения военному профессиональному дискурсу (в том числе иноязычному) мало изучены. Одним из наиболее актуальных вопросов является разработка и апробация соответствующей методики обучения студентов гражданских вузов, проходящих военную подготовку. Актуальность исследования обуславливается низкой степенью разработанности проблемы: подготовка военных переводчиков на базе гражданских вузов представляет собой относительно новое явление в системе военного образования Российской Федерации, которое, однако, существовало и развивалось в СССР, при этом характеризуясь высоким качеством подготовки специалистов. Тем не менее, в настоящее время отсутствуют какие-либо фундаментальные труды в этой области. Таким подходом является сочетание алгоритмов профессионального военного знания и профессионального лингводидактического знания, что даст синергетический эффект в обучении профессиональному иноязычному дискурсу военных переводчиков на основе компетентного подхода. Из существующих работ по проблеме обучения военных переводчиков следует отметить труды, в которых учебный процесс рассматривается исключительно в условиях военных вузов. М.А. Селезнева разрабатывает компетентностную модель подготовки выпускника по специальности «лингвистическое обеспечение военной деятельности». С.С. Копылова рассматривает формирование лексической компетенции курсантов при обучении военному переводу. Ж.А. Никифорова, Г.В. Иевлева, Л.Г. Кузьмина, И.В. Марусенко, Н.С. Якушкина изучают методологические основы и опыт обучения курсантов в военных вузах технической направленности. При этом по-прежнему открытым к изучению остается вопрос об эффективной методике формирования коммуникативной компетенции военных переводчиков в гражданских учебных заведениях. 5 В то же время имеется большой массив теоретических исследований в смежных областях ввиду междисциплинарного характера вопроса. Так, существуют фундаментальные исследования по теории языка В.И. Карасика, изучающего категории дискурса и проводившего исследования в сфере дискурсологии, Е.Н. Князевой, рассматривающей теоретические основы дискурс-анализа, У. Матурана, разработавшего совместно с Ф. Варелой теорию аутопоэзиса, И.А. Стернина, исследующего аспекты коммуникативного поведения, С.Г. Тер-Минасовой, занимаюшейся вопросами межкультурной коммуникации, И.А. Цатуровой, труды которой посвящены проблемам устной коммуникации. Работы по теоретическим основам дискурс-анализа опубликованы С.К. Гураль, рассматривающей дискурс-анализ в свете синергетического видения, Е.Н. Князевой, занимавшейся вопросами синергетики, Е.С. Кубряковой, изучавшей дискурс и дискурс-анализ в современной лингвистике, М.А. Макаровым, анализирующего различные положения дискурс-анализа, Г.Г. Молчановой, обращавшейся к дискурсу как социальному коду, Е.В. Пономаренко, изучавшей английский деловой дискурс, Г. Куком, изучающего дискурс в сфере рекламы, М. Мак-Карти, рассматривающего дискурс-анализ в свете преподавания иностранных языков, Л.П. Тарнаевой, занимающейся проблемами делового дискурса. В контексте обучения иноязычному дискурсу нельзя не отметить важность такого аспекта как соприкосновение и пересечение разных культур и цивилизаций. Исследования в области межкультурной коммуникации проводились Н.В. Барышниковым, изучающим основы межкультурной профессиональной коммуникации, С.Г. Тер-Минасовой, рассматривающей взаимодействие языка и культуры, Е.Г. Таревой, исследующей коммуникативный подход в межкультурном иноязычном образовании в рамках подготовки переводчиков, Н.Д. Гальсковой, обращавшейся в вопросам межкультурной коммуникации в структуре 6 современной методики обучения иностранным языкам, Е.Р. Поршневой, изучающей психологию межкультурной коммуникации, О.Г. Оберемко, рассматривающей лингвострановедческий аспект в обучении иностранным языкам; В.В. Сафоновой, обращающейся к понятиям межкультурной коммуникации, П.В. Сысоевым, описывающим коммуникативно- этнографический подход к обучению иностранному языку, Н.И. Алмазовой, изучающей формирование межкультурной компетентности при обучении иностранному языку, Л.П. Халяпиной, указывающей на важность создания инновационной межкультурной образовательной среды в процессе обучения иностранным языкам; Т.С. Серовой, изучающей деловую межкультурную коммуникацию
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